Abstract
Background
In many countries, the medical primary-secondary care interface is central to the delivery of quality patient care. There is prevailing interest in developing initiatives to improve interface working for the benefit of health care professionals and their patients.
Aim and methods
To describe the development of an educational intervention designed to improve working at the primary-secondary care interface in NHS Scotland (United Kingdom) within the context of the Medical Research Council (MRC) framework for the development and evaluation of complex interventions.
Discussion
A primary-secondary care interface focused Practice-based Small Group Learning (PBSGL) module was developed building upon qualitative synthesis and original research. A ‘meeting of experts’ shaped the module, which was subsequently piloted with a group of interface clinicians. Reflections on the module were sought from clinicians across NHS Scotland to provide contextual information from other areas.
Conclusion
The PBSGL approach can be usefully applied to the development of a primary-secondary care interface-focused medical educational intervention.
In many countries, the medical primary-secondary care interface is central to the delivery of quality patient care. There is prevailing interest in developing initiatives to improve interface working for the benefit of health care professionals and their patients.
Aim and methods
To describe the development of an educational intervention designed to improve working at the primary-secondary care interface in NHS Scotland (United Kingdom) within the context of the Medical Research Council (MRC) framework for the development and evaluation of complex interventions.
Discussion
A primary-secondary care interface focused Practice-based Small Group Learning (PBSGL) module was developed building upon qualitative synthesis and original research. A ‘meeting of experts’ shaped the module, which was subsequently piloted with a group of interface clinicians. Reflections on the module were sought from clinicians across NHS Scotland to provide contextual information from other areas.
Conclusion
The PBSGL approach can be usefully applied to the development of a primary-secondary care interface-focused medical educational intervention.
| Original language | English |
|---|---|
| Pages (from-to) | 265-273 |
| Number of pages | 9 |
| Journal | Education for Primary Care |
| Volume | 28 |
| Issue number | 5 |
| Early online date | 10 Apr 2017 |
| DOIs | |
| Publication status | Published - 2017 |
Bibliographical note
ACKNOWLEDGEMENTSDr Martin Wilson (Consultant Geriatrician NHS Highland) for his role as module reviewer. Dr Chris Provan (NHS Grampian, and NHS Grampian Connect) for assistance in piloting the module. The Scottish Directors of Medical Education for assisting in provision of contextual feedback. Theresa Budge for preparing the module. Professor Jill Morrison, Dean of Learning and Teaching (University of Glasgow); Dr David Cunningham, Assistant Director (GP section of NHS Education for Scotland); Dr Sian Jones (GP), Dr Jerry O’Rourke, Assistant Director (GP section of NHS Education for Scotland); Mr Angus Cain, ENT Surgeon; for feedback in relation to the Logic Model.
ETHICAL APPROVAL
The study gained University of Aberdeen College ethics Review Board approval (Reference number CERB/2015/10/1251)
FUNDING
This work was supported by NHS Highland Research & Development Committee [ref HIGHLAND 976]. The Chief Investigator (Dr Rod Sampson) received no personal payment for the study. No drug company was involved in this research.
Keywords
- interface
- primary health care
- secondary care
- intervention
- patient care
- education